Running Head: INTRODUCTION TO POWERPOINTTask 1.0 – PowerPoint Basics 1.1. How to access their online course in Canvas 1.2. What is PowerPoint 1.2. How can it be used 1.3. What are

Running Head: INTRODUCTION TO POWERPOINT

Flora Roberson

INTRODUCTION TO POWERPOINT


Table of Contents

OVERVIEW OF INSTRUCTIONAL UNIT 3

INSTRUCTIONAL GOAL 3

TARGET POPULATION OVERVIEW 3

MATERIALS NEEDED FOR INSTRUCTIONAL UNIT 4

TASK ANALYSIS WITH PERFORMANCE OBJECTIVES 4

TASK 1.0 – POWERPOINT BASICS 4 TASK 2.0 – CREATE A POWERPOINT PRESENTATION 4 TASK 3.0 – ADD IMAGES TO A POWERPOINT PRESENTATION 4 TASK 4.0 – EDIT AND FORMAT A POWERPOINT PRESENTATION 5 TASK 5.0 – APPLY SLIDE TRANSITIONS TO A POWERPOINT PRESENTATION 5 TASK 6.0 – CREATE A POWERPOINT PRESENTATION FROM SCRATCH 5

LESSON PLANS 6

POWERPOINT PRE-ASSESSMENT 6 POWERPOINT BASICS 7 CREATE A PRESENTATION 8 ADD PICTURES TO A PRESENTATION 9 EDIT AND FORMAT AN EXISTING PRESENTATION 10 APPLY SLIDE TRANSITIONS 11 CREATE YOUR OWN PRESENTATION 12

SUMMARY OF INSTRUCTIONAL PROBLEM 13

FINDINGS FROM NEEDS ANALYSIS 13 INSTRUCTIONAL GOAL STATEMENT 14 HOW PROBLEM CAN BE ADDRESSED WITH INSTRUCTION 14 FINDINGS FROM LEARNER AND TASK ANALYSES 15

INSTRUCTIONAL UNIT DESIGN 16

LEARNING THEORIES USED 16 DESIGN PROCESS USED 16 INSTRUCTIONAL STRATEGIES USED 17 SPECIAL POPULATIONS 17

REVISIONS TO INSTRUCTIONAL UNIT 18

HOW FEEDBACK WAS OBTAINED 18 DESCRIPTION OF RESPONSES 19

APPENDIX 20

APPENDIX A 20 APPENDIX B 21

REFERENCES 22


Overview of Instructional Unit The instruction unit is Introduction to PowerPoint. This is the first of 12

units for a distance learning undergraduate Introduction to Computer Applications

course. The unit begins with a pre-assessment skills test to assess current skill

levels followed by lesson activities that build on one another. The final project in

a PowerPoint presentation created from scratch.

Instructional Goal The goal is for students to take a pre-assessment test during the first

week of each instructional unit to measure current skill levels. Instruction would

then be tailored accordingly to focus on any weak areas discovered. As a result,

there would be an increase in content retention and overall performance. By the

end of this unit, students would be able to demonstrate mastery of basic

PowerPoint skills. I would like to see the PowerPoint unit completed with an

average grade of 75% or higher.

Target Population Overview This unit of instruction is being designed for my online Introduction to

Computer Applications course. The appropriate audience for this unit is any

student enrolled in an undergraduate curriculum leading to a degree. Minimum

requirements for prior knowledge and skills were set during the task analysis

phase.


Materials Needed for Instructional Unit

1. Gaskin, S. (2011). Go! with Microsoft Office 2010, getting started. Upper Saddle River, NJ: Pearson Prentice Hall.

2. Microsoft PowerPoint 2010 3. Video, What Not to Do - https://www.youtube.com/watch?v=lpvgfmEU2Ck 4. Video, Adding Sound - https://www.youtube.com/watch?v=xpEa_m4ORsk 5. Video, Insert Images https://www.youtube.com/watch?v=VGoRrZS23aQ

Task Analysis with Performance Objectives

Task 1.0 – PowerPoint Basics 1.1. How to access their online course in Canvas 1.2. What is PowerPoint 1.2. How can it be used 1.3. What are the basic features of the software

Performance Objective 1: Using the Canvas LMS, students will take an online pre-assessment skills test for Microsoft PowerPoint and pass with a score of 80% or higher. Evaluation is automated within the Canvas LMS with each question worth 5 points. Performance Objective 2: After working through the review material in the PowerPoint PDF Document, students will retake the online pre-assessment skills test in Lesson 1 using the Canvas LMS and pass with a score of 80% or higher.

Task 2.0 – Create a PowerPoint Presentation 2.1. How to access PowerPoint 2.2. How to save a document 2.3. Folders and Subfolders 2.4. Proper file-naming conventions

Performance Objective 3: Using their textbook and Microsoft PowerPoint 2010, students will create a new PowerPoint presentation by completing Activities 1.04 – 1.07 in their textbook with 100% accuracy.

Task 3.0 – Add Images to a PowerPoint Presentation 3.1. How to access a saved document 3.2. What images are best and appropriate to use 3.3. Copyright laws for using images

Performance Objective 4: Using their textbook and Microsoft PowerPoint 2010, students will add images to their saved PowerPoint presentation by completing Activities 1.08 – 1.10 in their textbook with 100% accuracy.

https://www.youtube.com/watch?v=lpvgfmEU2Ck

https://www.youtube.com/watch?v=xpEa_m4ORsk

https://www.youtube.com/watch?v=VGoRrZS23aQ


Task 4.0 – Edit and Format a PowerPoint Presentation 3.1. How to access a saved document 3.2. Why editing is important 3.3. Why formatting is important

Performance Objective 5: Using their textbook and Microsoft PowerPoint 2010, students will edit and format their saved PowerPoint presentation by completing Activities 1.14 – 1.19 in their textbook with 100% accuracy.

Task 5.0 – Apply Slide Transitions to a PowerPoint Presentation 3.1. How to access a saved document 3.2. Importance of timing and appearance in presentations

Performance Objective 6: Using their textbook and Microsoft PowerPoint 2010, students will apply slide transitions to their saved PowerPoint presentation by completing Activities 1.22 – 1.23 in their textbook with 100% accuracy.

Task 6.0 – Create a PowerPoint Presentation from Scratch 3.1. How to access a saved document 3.2. Different ways they can use PowerPoint

Performance Objective 7: Using Microsoft PowerPoint 2010, students will design a 5 slide personal presentation about their family, hobbies, etc. that includes images and slide transitions with 90% accuracy. To be evaluated by a criterion based rubric where they must receive 90% out of 100%.


Lesson Plans Title (Lesson 1)

PowerPoint Pre-Assessment Lesson Overview Students will pass a pre-assessments

skills test for Microsoft PowerPoint Resources or Materials Needed Access to online course. Lesson Objectives Using the Canvas LMS, students will

take an online pre-assessment skills test for Microsoft PowerPoint and pass with a score of 80% or higher. Evaluation is automated within the Canvas LMS with each question worth 5 points.

Time 30 minutes Step 1: Pre-Instructional Activities None Step 2: Content Presentation No content will be presented prior to

the completion of the unit’s pre-assessment

Step 3: Learner Participation None Step 4: Assessment Students will take the PowerPoint unit’s

pre-assessment located in the Canvas online platform. The assessment will be 20 multiple choice questions and students will have 30 minutes to complete it. The assessment will be automatically graded. If students pass with an 80% or higher, the system will unlock the “Creating a Presentation” lesson. Otherwise students will have to review the content in the “PowerPoint Basics” lesson.


Title (Lesson 2) PowerPoint Basics

Lesson Overview Students will review material in order to pass the pre-assessments skills test for Microsoft PowerPoint

Resources or Materials Needed PowerPoint PDF Document Lesson Objectives After working through the review

material in the PowerPoint PDF Document, students will retake the online pre-assessment skills test in Lesson 1 using the Canvas LMS and pass with a score of 80% or higher.

Time Length of Unit Step 1: Pre-Instructional Activities Discussion – Top 3 Features of

PowerPoint Students will discuss the top 3 features of Microsoft PowerPoint. This discussion will be an open forum in the online course environment.

Step 2: Content Presentation A pdf document will be made available in the course module for this unit that students can access. The document will provide an overview of Microsoft Office PowerPoint along with labeled screenshots of the software environment. Students will review this document until they feel comfortable with the information.

Step 3: Learner Participation Students have the option to email me and ask any questions about course content or their current progress. I will provide feedback via email or setup a one-on-one session via chat or telephone.

Step 4: Assessment After completing this review module, students will retake the pre-assessment until they pass with an 80% or higher. A score of 80% or higher will unlock the “Creating a Presentation” lesson.


Title (Lesson 3) Create a Presentation

Lesson Overview Students will create a new PowerPoint presentation by completing the assigned activities in their textbook.

Resources or Materials Needed


2. Microsoft PowerPoint 2010 3. Video, What Not to Do -


Lesson Objectives Using their textbook and Microsoft PowerPoint 2010,

students will create a new PowerPoint presentation by completing Activities 1.04 – 1.07 in their textbook with 100% accuracy.

Time Length of Unit Step 1: Pre-Instructional Activities

Watch Video Students will watch a funny YouTube video about things that should NOT be done in a PowerPoint presentation. While it is comical, the video provides some very good information on common mistakes made when designing a presentation. Discussion – Top 3 Features of PowerPoint Students will continue their discussion on the top 3 features of Microsoft PowerPoint

Step 2: Content Presentation

Students will complete Activities 1.04 – 1.07 in their textbook. These activities are step-by-step tutorials with text and images for students to work through. This activity set will walk students through creating a new presentation in PowerPoint. There are also tips and tricks for PowerPoint 2010 included in the text. Students can practice reference this material as often as they need to.

Step 3: Learner Participation

Students have the option to email me and ask any questions about course content or their current progress. I will provide feedback via email or setup a one-on-one session via chat or telephone. Additionally, students can post their current progress on the PowerPoint presentation in the discussion forum and ask for feedback from me or their classmates. They can also post questions/comments in the Faculty Forum. Posts in this area are typically general in nature and responses are viewable for the entire course to read and reference later.

Step 4: Assessment None




Title (Lesson 4) Add Pictures to a Presentation

Lesson Overview Students will add pictures to the presentation they created in the previous lesson by completing the assigned activities in their textbook.



2. Microsoft PowerPoint 2010 3. Video, Insert Images -


Lesson Objectives Using their textbook and Microsoft PowerPoint 2010,

students will add images to their saved PowerPoint presentation by completing Activities 1.08 – 1.10 in their textbook with 100% accuracy.


Video – Insert Images Students will watch a short video tutorial that demonstrates how to add images to a PowerPoint presentation. Discussion – PowerPoint and You Students will discuss how they could use PowerPoint their current professional and/or personal lives.


Students will complete Activities 1.08 – 1.10 in their textbook. These activities are step-by-step tutorials with text and images for students to work through. This activity set will walk students through adding images to the presentation they created and saved in the previous lesson. There are also tips and tricks for PowerPoint 2010 included in the text. Students can practice reference this material as often as they need to.







Title (Lesson 5) Edit and Format an Existing Presentation

Lesson Overview Students will edit and format the presentation they added images to in the previous lesson by completing the assigned activities in their textbook.

Resources or Materials Needed 1. Gaskin, S. (2011). Go! with Microsoft Office 2010, getting started. Upper Saddle River, NJ: Pearson Prentice Hall.

2. Microsoft PowerPoint 2010 Lesson Objectives Using their textbook and Microsoft

PowerPoint 2010, students will edit and format their saved PowerPoint presentation by completing Activities 1.14 – 1.19 in their textbook with 100% accuracy.

Time Length of Unit Step 1: Pre-Instructional Activities Discussion – PowerPoint and You

Students will continue to discuss how they could use PowerPoint their current professional and/or personal lives.

Step 2: Content Presentation Students will complete Activities 1.14 – 1.19 in their textbook. These activities are step-by-step tutorials with text and images for students to work through. This activity set will walk students through editing and formatting the presentation they saved in the previous lesson. There are also tips and tricks for PowerPoint 2010 included in the text. Students can practice reference this material as often as they need to.

Step 3: Learner Participation Students have the option to email me and ask any questions about course content or their current progress. I will provide feedback via email or setup a one-on-one session via chat or telephone. Additionally, students can post their current progress on the PowerPoint presentation in the discussion forum and ask for feedback from me or their classmates. They can also post questions/comments in the Faculty Forum. Posts in this area are typically general in nature and responses are viewable for the entire course to read and reference later.



Title (Lesson 6) Apply Slide Transitions

Lesson Overview Students will apply slide transitions to the presentation they edited and formatted in the previous lesson by completing the assigned activities in their textbook.

Resources or Materials Needed 3. Gaskin, S. (2011). Go! with Microsoft Office 2010, getting started. Upper Saddle River, NJ: Pearson Prentice Hall.

4. Microsoft PowerPoint 2010 Lesson Objectives Using their textbook and Microsoft

PowerPoint 2010, students will apply slide transitions to their saved PowerPoint presentation by completing Activities 1.22 – 1.23 in their textbook with 100% accuracy.


Discussion – PowerPoint Trouble Students will discuss what they are finding to be the most difficult tasks to complete in PowerPoint thus far.

Step 2: Content Presentation Students will complete Activities 1.22 – 1.23 in their textbook. These activities are step-by-step tutorials with text and images for students to work through. This activity set will walk students through applying slide transitions to the presentation they created and saved in the previous lesson. There are also tips and tricks for PowerPoint 2010 included in the text. Students can practice reference this material as often as they need to.

Step 3: Learner Participation Students have the option to email me and ask any questions about course content or their current progress. I will provide feedback via email or setup a one-on-one session via chat or telephone. Additionally, students can post their current progress on the PowerPoint presentation in the discussion forum and ask for feedback from me or their classmates. They can also post questions/comments in the Faculty Forum. Posts in this area are typically general in nature and responses are viewable for the entire course to read and reference later.



Title (Lesson 7) Create Your Own Presentation

Lesson Overview Students will create their own personal PowerPoint presentation that includes many of the tools/techniques they learned in the previous lessons.


1. Microsoft PowerPoint 2010 2. Video, Adding Sound -


Lesson Objectives Using Microsoft PowerPoint 2010, students will

design a 5 slide personal presentation about their family, hobbies, etc. that includes images and slide transitions with 90% accuracy. To be evaluated by a criterion based rubric where they must receive 90% out of 100%.


Discussion Review – PowerPoint Students will continue their discussion on troublesome features of Microsoft PowerPoint and review all previous discussion content.


Students will reference the learning activities completed in previous lessons and use them as a guide for creating their own presentation. They can also review the discussions, announcements, and video content to aide in their presentation design.



Step 4: Assessment Students will submit their completed PowerPoint presentation about a personal topic of their choice (hobbies, family, etc.) that includes at least 5 slides, 2 graphics/images, and slide transitions (Appendix A, Appendix B)




Summary of Instructional Problem Students coming into my online Introduction to Computer Applications

course do not possess some of the most basic skills necessary to be successful

in an online environment, yet alone with computer applications. It’s been well-

documented that the overall success and completion rates for this course are

rather low. Computer Applications is required for all degree plans and there are

no restrictions on enrollment. This often results in high failure and dropout rates.

While basic computer skills are introduced throughout this course, the

main focus is on Microsoft PowerPoint, Excel, and Word. Currently, overall

student performance for the course is below average. For each section, there are

25-30 students that are enrolled at the beginning of the term. Midway through the

term, there are typically 15-18 students remaining with 75% participation. During

the last stretch of the course I would say the enrollment is about the same, with

low participation and final averages well below passing. The majority of the

students are unable to demonstrate mastery of the computer applications taught

in the course.

Findings from Needs Analysis I found that over the last 3 terms, on average, 32% of students finished my

course. Of those that completed the course, only 46% had a passing grade. The

average final grade of all students that completed the course was 68.4%. These

low numbers show that there is something missing in the course that is keeping

students from mastering the concepts and objectives. Not only are students

failing the course, but only about a third of them are actually making it through all

12 weeks. By introducing a pre-assessment skills test in the beginning of each

unit, some introductory skills can be quickly assessed. Instructors will know


immediately if a student is familiar with a particular application and able to

perform basic tasks using the software. Based on the pre-assessment results,

instructors will be able to see what each student knows and then tailor the

remaining content and instruction as necessary. Since students learn in a variety

of ways, content can be presented in a variety of formats which can increase

student engagement, retention, and completion rates.

An overwhelming majority of instructors reported that less than 25% of

their students pass their Computer Applications course each term. Four out of

five instructors agreed that their students were only “somewhat prepared” for the

course. 100% of instructors agreed that a pre-assessment skills test would help

to increase the overall low performance. These results show that instructors are

clearly aware of the low performance in this particular course. By introducing

another level of instruction, teachers have an advantage from the beginning of

the each instructional unit instead of trying to play catch-up during the final

stretch of the course.

Instructional Goal Statement By the end of the unit, students will be able to show improvement in any

weak areas as defined by the pre-assessment skills test taken at the beginning of

the unit and demonstrate mastery of basic Microsoft PowerPoint 2010 skills by

creating a personalized PowerPoint presentation from scratch.

How Problem can be Addressed with Instruction Students will take a pre-assessment during the first week of each

instructional unit to measure current skill levels. Instruction would then be tailored

accordingly to focus on weak areas. As a result, there would be an increase in

retention and performance overall. By the end of the term, students would be


able to demonstrate mastery of certain tasks and proficiency in computer

applications.

Findings from Learner and Task Analyses The current learners are mainly second chance students that have failed

to complete their degree at another university. They are usually single parents

from low income households. Many of them are middle aged working adults with

families. I would say it is 65% female and 35% male. They typically have little or

no support at home and are just trying to get a degree to improve their current

lifestyle. The majority of the students have no prior knowledge or skills related to

the topic. Only a handful of them have previously taken an online course so

navigating the material and the course platform is quite challenging. Their actual

computer application skills are minimal as well. The majority of what they know

comes from being self-taught or it is job related. Many of them have not dealt

with any of the taught software applications other than Microsoft Word.

Entry-level knowledge and skills for this course are minimal. At the very

least it is expected that students can perform basic computer operations such as

power it up, login, and access the internet. Students should also be able to login

to the online course platform and access the course materials.

The task analysis set the minimum requirements for what needed to be

taught as well as well as what learners needed to know. For the task analysis, I

asked and answered the following questions:

1. What skills and information are needed to address the identified

needs?

2. What related content should be taught?

3. What will student do after they have learned this information?


Instructional Unit Design

Learning Theories Used I used Constructivism for this unit. This method allowed me to easily

implement differentiated learning with the pre-assessments skills test. Students

that demonstrate a mastery of skills were able to continue on with the next lesson

while students that did not pass the pre-assessment were directed to a review

module and required to re-take the pre-assessment. I was also able to implement

a lot of group interaction with Constructivism. Students were able to collaborate

with their peers to provide and receive constructive feedback on their projects

throughout the unit of instruction. Overall, this method has several benefits for

the students including:

The learner has a variety of learning paths and isn’t forced to

complete the material the same was as every other student

The learner is able to demonstrate their mastery of skills versus

simply regurgitating the information on an exam

The learner is forced to actually think about the tasks and

processes performed

Design Process Used I used the Wiggins and McTighe Backward Design model for this unit.

This allowed me to establish my goals in the beginning of the design process. I

could also create the various parts of instruction in any order which I prefer.

I decided early on that at the end of this unit (lesson 7), students will

create a PowerPoint presentation from scratch to demonstrate skill mastery. For

lessons 3-6, students would complete scaffolding activities to increase their


knowledge and retention over the unit materials. A pre-assessment would be

given at the beginning of the unit to assess current PowerPoint skill levels.

After deciding on the desired results, learning activities were addressed.

With the chosen textbook in place, I was able to select the activities that students

would complete in order to learn and practice the required skills for each lesson.

Finally, I constructed some assessment evidence. Performance tasks

were written and revised along with the performance criteria. I asked myself,

what will students do to show what they have learned? What is a good enough

measure to demonstrate this mastery?

Instructional Strategies Used I used the Dick & Carey 5 step instructional component model based on a

modified version of Gagne’s 9 events of instruction. The unit was divided into

small lessons with each lesson designed as a stepping stone for the next lesson

in the unit. The learning materials for content doubled as practice activities that

the students could repeat and reference later. Students were encouraged to

reach out to me or their peers for constructive feedback on their progress.

Special Populations This unit of instruction was designed with special populations of diverse

learners in mind. The content is designed to be self-paced for the most part with

unit deadlines in place. For this unit, each lesson must be complete by the end of

the unit. This design allows certain special populations such as military, highly

mobile, and disability students to work as fast or as slow as they need to with no

pressure of competing with peers or feeling like a failure if they fall a little behind.

A pre-assessments skills test is administered at the beginning of this unit

(and each unit to follow). Advanced students that are able to demonstrate


mastery of Microsoft PowerPoint skills are able to access and move through the

lessons quickly. They are then able to complete their final project early, receive

peer and/or instructor feedback, and make any necessary changes. Slower

learners that need a bit more practice can work at a pace that allows them to

really focus on learning objectives in depth. They can still receive feedback, but

can approach each lesson more relaxed knowing that they can take their time to

fully process the information.

The textbook activities are step-by-step tutorials with detailed text and

labeled images. This enables visual and kinesthetic learners to decide if they

want to read the text to interpret instructions or look at the image to quickly

assess and complete the tasks. For some of the lessons, supplemental video

tutorials were included. For auditory and visual learners, this drives home the

concepts much easier than reading a bunch of text. Overall, I feel that my special

populations are covered under these instructional strategies and techniques.

Revisions to Instructional Unit

How Feedback was Obtained I obtained feedback from two other instructors that teach the same Intro to

Computer Applications course that I teach. As each section of a lesson was

completed, I sent it to them for immediate evaluation. The instructors would

review the unit and then provide feedback through mainly through email. On a

few occasions, I talked to one of the instructors on the phone to clarify purpose

and direction of some instructional materials. Based on the feedback I received, I

made any necessary alterations before finalizing the lesson. For the most part,


the unit was fine with suggestions made for formatting and adding additional

materials.

Description of Responses Overall, they agreed that the unit was good and provided students the

necessary instruction to understand the basics of Microsoft PowerPoint. They

commented on the effectiveness of the textbook activities and inclusion of the

ongoing discussion forum used for interaction and feedback. For things that

would have been done differently, one suggestion was to include more

supplemental materials and or videos in an effort to deepen student learning and

provide students additional and alternate perspectives of the software and its

uses. For now, I left the lessons as-is and will consider adding other elements

over the next few terms. The other instructor suggested possibly including video

content with transcripts, text captions, and other elements to make the unit

ADA/504 compliant. This was an easy fix and will be implemented over the next

few terms as well since I’ll be doing them myself.


Appendix

Appendix A Complete Your Own Presentation Assessment (Lesson 7)

Instructions: Create a PowerPoint presentation that is personal to you (hobbies,

goals, family, etc.). Make sure it includes the following at minimum:

1. 5 slides (not including your title slide)

2. At least two images

3. Slide transitions

4. Formatting (template design, alignment, etc.)

5. Reference slide (if you use outside resources)


Appendix B Rubric for Lesson 7 Assignment

Critical Elements

Distinguished Proficient Emerging Not Evident Points Received

Content

Includes almost all of the main elements and requirements (26-30)

Includes most of the main elements and requirements (21-25)

Includes some of the main elements and requirements (16-20)

Does not include any of the main elements and requirements (0-15)

Organization

Slides are organized in a logical way that complements the central theme; transitions are well-paced to create a natural and engaging flow (26-30)

Slides are organized in a logical way and transitions are paced so that the material is easily accessible (21-25)

Slides are organized mostly in a logical way and transitions are paced so that the material can be understood with focus and effort (16-20)

Slides are organized in a way that is illogical OR transitions are paced so that the material cannot be understood (0-15)

Visual Appeal

There is a consistent visual theme that helps enhance understanding of the ideas; includes multiple types of media (26-30)

Original images are created using proper size and resolution that enhance the content; includes more than one type of media (21-25)

Visually depicts topic and assists audience; images are proper size and resolution (16-20)

Graphics are unrelated to content and cross over each other. Distracting, busy, and detract from presentation (0-15)

Narration (Research/Writ

ing)

Mechanics and style ensure clarity. Incorporates multiple properly cited scholarly resources (9-10)

Mechanics and style promote clarity. Incorporates some properly cited scholarly resources (8)

Mechanics and style make narration intelligible. Incorporates very few properly cited scholarly resources (7)

Several mechanical errors OR does not incorporate scholarly resources (0-6)

Earned Total: Comments:

100%


References ALPS: Teaching for Understanding Home. (n.d.). Retrieved from

http://learnweb.harvard.edu/alps/tfu/index.cfm

Authentic Education - What is UbD™? (n.d.). Retrieved from

http://www.authenticeducation.org/ubd/ubd.lasso

Constructivism | online learning insights. (n.d.). Retrieved from

https://onlinelearninginsights.wordpress.com/tag/constructivism/

Wiggins, Grant. (2004). Understanding By Design.

http://learnweb.harvard.edu/alps/tfu/index.cfm

http://www.authenticeducation.org/ubd/ubd.lasso

https://onlinelearninginsights.wordpress.com/tag/constructivism/

Documents

Running Head: INTRODUCTION TO POWERPOINTTask 1.0 – PowerPoint Basics 1.1. How to access their online course in Canvas 1.2. What is PowerPoint 1.2. How can it be used 1.3. What are